VCE Visual Communication and Design
Unit 1-4
prerequisites
It is recommended that students undertake Units 1 and 2 prior to commencing Units 3 and 4. Units 1 and 2 form the foundation of the key knowledge and key skills for Units 3 and 4. Students must take Unit 3 and 4 as a sequence.
The Course
Visual Communication Design is about using creativity, design thinking and visual language to solve real-world problems. Students explore how designers communicate ideas and create solutions across 4 key design fields:
Graphic Design (Messages) - branding, posters, publications, packaging
Industrial & Product Design (Objects) - products, furniture, consumer items
Architecture & Interior Design (Environments) - buildings, interiors, public spaces
Website & App Design (Interactive Experiences) - websites, apps, digital interfaces
Throughout the course, students learn how designers investigate problems, generate creative ideas, develop concepts and present professional design solutions. They use the Visual Communication Design process, applying divergent, convergent and reflective thinking to explore and refine ideas.
Students develop practical skills using both manual and digital methods, including sketching, rendering, technical drawing, model-making and Adobe Creative Cloud software. They also explore design elements and principles, typography, layout, sustainability, human-centred design and visual language while creating designs that respond to the needs of real or fictional clients.
Please note: Students will need a device that supports the installation of Adobe Creative Cloud applications, such as Adobe Illustrator and Adobe Photoshop. These applications are provided free of charge.
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In Unit 1, students are introduced to the Visual Communication Design process and learn how designers identify, investigate and solve real-world problems. They explore how good design can improve everyday life by using human-centred design, researching the needs of users and stakeholders before developing a design brief. Students learn creative thinking strategies, including divergent and convergent thinking, while building practical skills through branding and product design projects. Throughout the unit, they explore sustainability and circular design practices and how technology, culture and society influence design decisions. Students will learn to give and receive constructive feedback through design critiques, to help them refine their ideas.
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In Unit 2, students build on the design skills developed in Unit 1 by exploring how design is shaped by place, culture, history and technology. They investigate how designers create environments and interactive experiences that respond to users' needs, designing projects such as websites, apps, architectural and interior spaces. Students continue to develop their understanding of visual language, design elements and principles while exploring historical and contemporary design influences. They also examine Indigenous design protocols, cultural ownership and intellectual property, learning the importance of designing respectfully and responsibly. Design critiques remain an important part of the process, helping students refine and justify their ideas.
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In Unit 3, students explore professional design practice and investigate how designers develop creative solutions for clients by analysing the the work of contemporary designers. They also undertake a self-directed project, starting with researching a topic or design problem and identifying the needs of stakeholders before writing a design brief for a real or fictional client. Using the design process, students generate, test and refine multiple design ideas for two communication needs, before sharing their ideas through a design critique for peer feedback. They are encouraged to choose projects that reflect their passions and interests, with previous students creating branding, product packaging, websites, mobile apps, character designs and buildings.
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In Unit 4, students continue developing the projects they started in Unit 3 by refining their strongest ideas into professional design solutions. They evaluate their concepts against the design brief, create mock-ups, models or prototypes, and use feedback to improve their work through an ongoing process of refinement. Students prepare and present their final design solutions using appropriate methods, media and materials, while also participating in a design pitch to communicate and justify their design decisions. The unit concludes with a folio of work and final presentation of their resolved design solutions.
assessment
Satisfactory Completion:
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.
Levels of Achievement
Units 1 and 2:
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Units 3 and 4:
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. Designated assessment tasks are provided in the details for each unit in VCE study designs.
The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SAC) and a School-assessed Task (SAT) as specified in the VCE study design, and external assessment (examination).
Unit 3 School-assessed Coursework: 0%
Unit 3 and 4 School-assessed Task: 50 %
End-of-year written examination: 30 %
Student testimonial
Why should I do this subject?
It’s a great creative outlet! I highly recommend this subject if you're doing any heavy theory-based classes, as it can be valuable as a creative interlude to do something different and more hands-on. VCD presents a comforting structure with the design process, which is fantastic for those who enjoy a more structured layout. However, it also provides framework for flexibility in exploring new skills and designing techniques.
In terms of subject pathways, one of the main reasons I chose to do Visual Communication Design is because I’m really interested in theatre and costume set/design, which falls into the areas of Industrial/Communication and Environmental design. This subject has helped me to strengthen my design skills whilst also providing valuable building blocks for my interest in that area, even if I am not directly designing a costume or set.” - Charley